Literary Assessment JESSICA

oral retail aided

After the child has been given an opportunity to retell the story without direct assistance, the teacher will give direct prompts to the child in order to complete the retelling. It is important that every student has an opportunity to retell the story without direct prompts first. This will help teachers plan instruction.

interim/benchmark assessment

An assessment given to students periodically throughout the year. Determines how much learning has taken place up to a particular point in time. . Like formative assessment, interim assessments should be used to guide instruction. These assessments are usually given every "quarter" or "marking period." The results of these assessments should not be the only information teachers use to complete report cards.

what are the assessment tools for on-going assessments?

Anecdotal notes Teacher reflections Checklists Questioning or interviewing Video or audio recordings Creating a portfolio

oral retail unaided

Ask the child to retell the story as if they were telling it to someone who has never seen/heard/read the story before. Some examples of open ended prompts: What can you tell me about that story? What was that story about? What can you remember about that story? These are general, non-specific prompts.

oral retail

Assesses how well a student approaches a text that they have read. Assesses a student's ability to retell a text in their own words and to connect the text with other texts or experiences that they have read at their instructional level (90%-94%). These skills need to be taught and modeled beginning in kindergarten! Some concepts are more difficult for some students to understand, especially author's purpose and connections. Teachers need to model and work collaboratively with students on these concepts during read aloud and guided reading groups. Considerations for ELLs May be a strength - may be acquired before print awareness May not correspond to actual story heard - cultural not reading related In many cultures, including the African American culture, retelling a story, especially with embellishment is highly valued and praised. For that reason, using the language they command, an ELL may add details to a story that they are asked to retell. These details may not seem to correspond to the original story. Again, this may be related to culture and not directly to the student's level of understanding of the story read to them.

phonological awareness

Assesses student's ability to manipulate sounds. Helps students develop knowledge of sounds through the exposure of oral and written language. Make students aware that language is made up of individual words, and that words are made of syllables, and syllables are made up of phonemes. 1. Orally recognizes rhyme. 2. Orally generates rhyme. 3. Orally identifies beginning sounds. 4. Orally identifies words that begin the same. 5. Blends onset and rime. 6. Segments onset and rime. 7. Orally blends phonemes into words. 8. Orally segments words into phonemes. 9. Orally divides words into syllables 10. Orally identifies ending sounds 11. Orally identifies words that end the same. 12. Orally substitutes one phoneme for another. 13. Phoneme deletion of final sound. 14. Phoneme deletion of initial sound. 15. Phoneme substitution of medial sound. Phonemic Awareness is assessed in grades K-2. Most students will not be assessed on ALL subsets in one grade. Teachers should refer to the Suggested Timelines section for more information on which subsets are likely to be completed at each grade level. The subsets are in a developmental sequence. This is the developmental sequence for Phonemic Awareness. However, if a student demonstrates understanding of a certain skill in this sequence, continue to teach the other skills.

book and print awareness

Assesses the foundational skills that facilitate reading and writing at the independent level.

frequency of assessment

Formative assessments should be on-going, daily, weekly, as needed. Interim/benchmark assessments should be completed at the beginning and middle of the school year. A summative assessment must be completed at the end of the school year. This is different from the 2005 NC K-2 Literacy Assessment. The 2005 recommends 1 interim and 1 summative, the 2009 recommends 2 interim and 1 summative. This will better show the growth over time and will also provide teachers with more information throughout the year.

assessing writing

Decide which stage the piece best represents based on both content and conventions. Remember: A student's writing often shows characteristics of more than one stage. Depending on the type of writing or the length of the piece, it may not display every single characteristic of a particular stage, but the characteristics that are present will be most representative of a particular stage. Considerations for ELLs Pictorial representation Differentiating expectations

summative assessment

Is a measure of achievement providing evidence of student competence or program effectiveness. Is evaluative and is used to categorize students so performance among students can be compared. These assessments are given at the end of the school year. The results of these assessments should not be the only information teachers use to complete report cards. Should be used by the next years teacher to plan for instruction.

formative assessment

Is a process used by teachers and students during instruction. Provides feedback to adjust ongoing teaching and learning Helps students improve their achievement of intended instructional outcomes. Happens minute-to-minute or in short cycles. they are intended to help teachers plan appropriate instruction for individual students, small groups of students, and, at times, for an entire class.

what the data tells u?

It helps to determine if all students are making adequate progress For those students that are behind developmental/grade level, it helps determine if they are catching up It helps teachers/directors determine areas of strength and weakness in its reading program It can identify certain teacher strengths and weaknesses

components of assessment

Letter and Sound Identification Book and Print Awareness Phonemic Awareness Running Record Fluency Oral Retell Writing about Reading (optional) Spelling Inventory Writing All of the components are ESSENTIAL, there are no longer Targeted Assessments. Writing about Reading is optional and we will discuss this component later in the day. Components in red are new to the NC K-2 Literacy Assessment. They were added because they each provide valuable information for teachers.

what are the type of assessments?

Ongoing and on-demand

letter and sound identification

This assesses children's ability to recognize letters and the sounds of letters. A student does not need to demonstrate understanding of all letters and sounds before receiving instruction in reading and learning to read. Do not re-assess items that have already been successfully assessed! If a student has already demonstrated an understanding of letters and sounds, it is not necessary to re-assess! It is not an efficient use of teacher or student time! When recording, use a check (√) for correct responses and a dash (-) unknown responses. Record incorrect responses that a student provides, for example if the letter is "b" and the student responds, "p", the teacher should record a "p" on the recording form. If a student needs help focusing in just 1 row of letters, teachers may use a blank piece of paper to cover up the rows below the row beneath. For letters that produce more than 1 sound (vowels, g, c), students need to produce only 1 correct sound to receive credit.

writing continuum

Used to analyze student writing throughout the year for the purposes of formative, interim/benchmark, and summative assessment. It is strongly recommended that teachers keep a portfolio of student writing samples throughout the year to document progress over time. It is also recommended that students write about experiences, people, places, and things that are familiar to them. Prompts do not necessarily lend themselves to this! If teachers choose to use prompts, they need to be very cautious about creating prompts that are accessible to ALL students. Formative assessment: Teachers should examine student writing from everyday writing experiences that occur during the writing process. Interim/benchmark and summative assessment: Teachers should collect a writing sample from students completed during a controlled writing experience.

Why assess?

You want to predict which children are likely to experience reading difficulty You want to identify which students need ADDITIONAL reading interventions You want to form groups based on reading skills and deficit sub-skills

on demand assessment

assessment of learning and occurs at specific times Standardized Classroom-based The teacher stops instruction to ask the students to demonstrate what they know and are able to do. Tests are administered, scored, and interpreted in the same way for all test-takers. Tests could be standardized and/or standards-based. The intent could be to compare the test-takers to each other and/or to students in other states. The test items could be linked to the state's standards. The test could be: norm-referenced or criterion-referenced/standards-based

norm-referenced

compares students to other students

ongoing assessment

regularly collecting artifacts to illustrate children's knowledge Children work on products for varying amounts of time, and the procedures and directions vary from class to class. Children select varying products as evidence of their learning. The classroom teacher analyzes each child's performance and makes judgments about the child's learning. Children know the criteria against which their products will be judged. The children make judgments about how their work compares with the criteria. The teachers' and students' judgments are used to define the child's next learning goal. Assessment is embedded in instruction.

criterion-referenced/standards-based

to identify which students meet the standards